Day 1 Dreaming of America Learning Goal: Students will understand why immigrants came to America from 1892-1954, the hardships they endured, and the roles that Ellis Island and the Statue of Liberty played in their journey.
Common Learning Objectives:
The student will be able to understand the points of view and experiences that people went through between 1892 and 1954 because of immigration.
The student will show their understanding of experiences that people went through by writing in a journal that will show in detailed descriptions of immigration.
The students will utilize technology and other informational sources to explore information regarding Ellis Island.
The students will demonstrate their command of Standard English grammar, capitalization, punctuation, and spelling as well as produce clear and coherent writing when responding to journal prompts.
The students will compose writing in which the development, organization, and style of the journal prompt responds to the appropriate writing task, purpose, and audience.
The students will use effective technique, well-chosen details, and a well-structured event sequence in a narrative about imagined experiences.
The students will further their understanding of the importance and significance of Ellis Island by learning about the hardships endured by immigrants on their journey by examining primary and secondary sources.
The students will recognize Ellis Island, the individuals that passed through, and their experiences as symbols that represent the United States.
NCSS theme(s): Individuals, Groups, and InstitutionsTime, Continuity, and Change
Common Core State Standard(s):Reading Standards for Literature K-5LACC.2.RL.1.3 Describe how characters in a story respond to major events and challenges LACC.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Reading Standards for Informational Text K-5LACC.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Writing Standards for Writing 2nd GradeLACC.2.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. LACC.2.W.1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. LACC.K12.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Next Generation Sunshine State Standards: SS.2.A.1.2 Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. SS.2.A.2.6 Discuss importance of Ellis Island and Statue of Liberty to immigration from 1892-1954.
Unit Pre/Post Assessment: (The assessment will be taken using the Interactive White Board. The students will answer the questions using personal remotes/clickers, and their results should be saved to document their progress.)
1. How many immigrants were processed at Ellis Island between 1892 and 1954? a) 4 million b) 10 million c) 12 million d) 18 million
2. Why did most immigrants journey to America? a) They wanted a better life b) To find a job c) Religious freedom d) All of the above 3. How long was the ship journey across the Atlantic Ocean as immigrants traveled to America? a) Three to six days b) One to two weeks c) One month d) One year
4. Where in the ship would you find most immigrants? a) Staterooms b) Cabins c) Steerage d) Cargo hold
5. How did most immigrants travel to America? a) Airplane b) Submarine c) Train d) Steamship 6. What was one of the first sights that immigrants saw when they arrived in New York Harbor? a) The Eiffel Tower b) The Statue of Liberty c) The Liberty Bell d) The Brooklyn Bridge
7. How long did most immigrants spend going through the inspection procedures at Ellis Island? a) 2 to 4 hours b) 3 to 5 hours c) 6 to 8 hours d) Two days
8.Medical and legal inspections took place in the Registry Room. a) True b) False
9. What was the importance of the manifest? a) Ships would sink if they didn't have one b) It listed information about every passenger c) It held the passports of all the passengers d) It wasn't important
10. What tests did immigrants have to pass during the inspection process? a) Reading and writing b) Dental and physical fitness c) Medical and legal d) Intelligence and financial
11. What happened if an immigrant did not pass the medical inspection? a) They would be detained for several weeks b) They might be sent back to their country of birth c) They could be separated from their family d) All the above 12. What caused the Statue of Liberty to turn green? a) The copper reacting to water and oxygen in the air b) Rust over time c) It was painted d) It was always green
13. What does the Statue of Liberty Stand for? a) Peace b) Freedom c) War d) Diversity
14. Where did most immigrants come from between 1892 and 1954? a) Asia b) Africa c) Canada d) Europe 15. What features does a physical map show? a) Natural features, such as mountains b) Man-made features, such as country borders c) Locations of different types of government d) Areas with the highest number of people
16. A replica of a real document, or an “artifake,” is considered a primary source. a) True b) False
On-going Daily Assessment: On days 1-4 of the unit plan the students will write a response in their “travel journals” related to the given prompt and information they learned that day. The teacher will then grade each entry using the following rubric:
(Created on Rubistar.com) Also, in the top left corner of every entry, the students will self-assess themselves with a 1, 2, 3, or 4 about how well they feel they understood the information they learned that day. This is based on the “fist to four” Marzano self-assessment.
1- I did not understand. I need help! 2- I understand some things, but I still need help! 3- I understand! 4- I understand and can explain the information to a friend!
Students will also be assessed through observation.
Design for Instruction: 1. To begin the lesson, show the class a short video clip about why people moved to America and the importance of Ellis Island (ESOL; ESE). In this video, it shows that America is a melting pot containing people from all different backgrounds/cultures (ESOL; ESE). Students will be sitting in their seats while they are watching the video on the Promethean Interactive Whiteboard. The link for the video is: http://www.youtube.com/watch?v=5ZQl6XBo64M
2. In a whole group setting, write the word “immigration” on the Interactive Whiteboard, and discuss what this term means with the class (ESOL; ESE).
3. Students will then separate into groups, and discuss what they think immigration means based on what they learned from the video (ESOL; ESE).
4. Invite students to come up in their groups to the Interactive White Board to write words they think describe immigration (ESOL; ESE).
5. After going over some of the terms with the class, call the students to the reading carpet, and read quotes/letters (pg. 2, 17) from the book, At Ellis Island A History in Many Voices by Louise Peacock. This book is a great resource because it has visual images, letters, and quotes from peoples’ experiences with traveling to America (ESOL; ESE).
6. At this time, the class will also talk about Ellis Island, the importance of it, and why people decided to travel to America. For example, ask questions such as "Why did immigrants go through Ellis Island?" and "How many people traveled through it between 1854 and 1952?"
7. Ask the class to briefly discuss with a shoulder partner some of the reasons people immigrated to America and how many immigrants they think traveled through Ellis Island. (ESOL; ESE). After some discussion, ask a few students to share their thoughts. Emphasize that people came to America for better lives, to find jobs, for religious freedom, etc. Also, inform the students that 12 million immigrants were processed at Ellis Island.
8. Then, as a whole class, discuss the events that happened in the reading. Some questions to address include: “Why do you think people moved to America? Has anyone in the class had to move away from their home or native country? If so, what were you feeling when you had to move? Why do you think Ellis Island was so important to both immigrants and Americans?”
9. Inform students that this week they will pretend to be immigrants traveling to Ellis Island. Pass out a painted shoebox to each student. (Parents were asked a week prior to have their child bring in a shoebox and they were spray painted by the teacher ahead of time.) Provide students with art materials and instruct them to decorate their "suitcase" based on the knowledge they have gained throughout the day about Ellis Island. Pass around the teacher example to help students brainstorm ideas on how to decorate their suitcase. Inform them that they will “carry” their suitcase with them all week.
10. Explain to students that they will be grouped into “families” from different countries (ESOL; ESE). This will show students that there were many different people from diverse backgrounds traveling to Ellis Island. Students will be divided into 5 countries with 4 students in each family. Each student will create their own family names and birthdates. The countries that many immigrants came from were Italy, Germany, Ireland, England, and Poland.
11. Put the students into their “families” and explain that throughout the week they will be filling their suitcase with important documents (a passport, a birth certificate, and an inspection card) based on that country. These documents will be necessary to pass through Ellis Island and into America. At the end of the week, students will present their suitcase to their class. The students will also learn what a Manifest is and that immigrants had to answer a series of questions at their port of departure. As the immigrants were, the students will be inspected once they arrive to Ellis Island, and their results dictate whether they will be allowed into America.
12. Provide each student with a journal (created by the teacher ahead of time). Explain to the class that inside the suitcase will also be a traveling journal that they write in every day. The topic they will write about will change each day. Further explain that the journal prompt for today is based on their feelings about leaving their native country and moving to America. Instruct students to write about their feelings; whether they are scared, anxious, or excited. Remind students to be descriptive and to consider questions such as, “How do you feel about leaving your friends, school, and home?” and “What do you think the journey will be like?”
13. Finally, remind students to self-assess how well they feel they understood the information they learned that day. Their score (1-4) should be written and circled in the top right corner of the page. See “Ongoing Assessment” above.
Homework: Instruct the students to bring in an item from home that they would want to bring on their journey to America. It might be a family keepsake or something that is important to them. Remind them that their item should fit in shoebox, but if it doesn’t they may bring in a picture of the item instead.
Day 2Life on the Ship Unit Pre/Post Assessment: Same as Day 1 On-going Daily Assessment: On days 1-4 of the unit plan the students will write a response in their “travel journals” related to the given prompt and information they learned that day. The teacher will then grade each entry using the following rubric:
(Created on Rubistar.com) Also, in the top left corner of every entry, the students will self-assess themselves with a 1, 2, 3, or 4 about how well they feel they understood the information they learned that day. This is based on the “fist to four” Marzano self-assessment.
1- I did not understand. I need help! 2- I understand some things, but I still need help! 3- I understand! 4- I understand and can explain the information to a friend!
Students will also be assessed through observation.
Design for Instruction: 1. Begin by reminding students about what they learned yesterday (ESOL; ESE). Ask, “Who remembers what the term ‘immigrant’ means?” Listen to a few student responses and clarify as necessary. Next, ask, “Why did they came to America? What was the purpose of Ellis Island in the 1900s?”
2. Explain that in order to travel through Ellis Island, immigrants needed a passport, a birth certificate, and an inspection card. Show examples of each document (ESOL; ESE) and remind students that these documents are primary sources. Pass them around for students to look at more closely. Clarify that even though some/all are “artifakes” (copies of original artifacts) they are still exact replicas of the documents so they are considered primary sources.
3. Explain the purposes of the passport, birth certificate, and inspection card. Emphasize that passports and birth certificates are still used today, but inspection cards were used at Ellis Island to ensure that travelers were healthy before they were officially allowed into the country.
4. Explain that once the documents were completed, immigrants were ready to travel. Tell students, “In the 1900s, most immigrants came to America on steamships” and show them a picture of a steamship on the Interactive White Board (ESOL; ESE).
5. Ask the students, “Have you ever been on a boat?” and allow a few children to share their responses (ESOL; ESE). Students may talk about cruise ships, smaller fishing boats, etc.
6. Explain that the immigrants often spent one to two weeks on the ship, and the conditions were very different from anything they (the students) have probably experienced.
7. Direct students to come sit on the carpet to listen to Annie’s, Anthony’s and Phillip’s experiences on a ship to America, and read the book Dreaming of America: An Ellis Island Story by Eve Bunting (ESOL; ESE).
8. After reading the book, direct the students to go back to their seats and discuss with their shoulder partner about the book (ESOL; ESE). They should discuss what they learned, what they liked, etc.
9. After a few minutes of discussion, ask students what they thought about the children’s experiences on the ship. Focus their thinking with specific questions such as: “What was their cabin like? What type of weather did they experience? How was Christmas celebrated on the ship?” and allow a few children to answer in a whole-group setting (ESOL; ESE). If students have difficulty recognizing that the immigrants endured poor conditions, ask the questions in a pointed manner to lead them. For example, ask: “Did the children like their cabin? Why not?”
10. Explain that while wealthy first- and second-class immigrants stayed in stateroom and cabins, most poor immigrants, like Annie, Anthony, and Phillip, experienced very poor conditions while traveling to America in the “steerage” (ESOL; ESE).
11. Using the Interactive White Board, pull up a “Glog” about life on the ship to Ellis Island using the following link (ESOL; ESE):
12. Show students the different aspects of the Glog, including the links and videos. Reiterate that most immigrants stayed in the steerage, and explain that in the steerage it was very crowded, the boat was very unsteady so seasickness was common, food was scarce, and hygiene was limited so it often smelled very bad.
13. Direct students to take out their suitcases and pretend that they are now on the second portion of their journey in which they are on the ship to America (ESOL; ESE).
14. Pull up the world map on Google Maps using the Interactive White Board (ESOL; ESE). Remind students that the map is a physical map because it shows physical features of the land. Point out the locations of the United States, Ellis Island, the Atlantic Ocean, Italy, Germany, Poland, Ireland, England, and any other country that will be represented by the students’ “families” assigned on Day 1. Use the following link for the world map:
15. Demonstrate for the students that they will be getting their own world map to outline their journey with 3 black dots: one dot where their trip began, one dot for where their ship sailed through in the Atlantic Ocean, and another over Ellis Island. They will then connect the dots with a line. (Make sure to provide an example by placing the dots and labeling the map on the Interactive White Board) (ESOL; ESE). Remind students to begin their journey in the country their “family” was assigned to the day before.
16. Instruct students to fill out their own passport, birth certificate, and inspection card (ESOL; ESE) with the information they are assigned and based on the example provided (pass around the teacher examples). Point out that the students will only fill out the first five questions on the inspection card. The chart and the back of the card will be filled out on Day 4.
17. Pass out the map using a print out of the Google map. Also, pass out templates of the passport, birth certificate, and inspection card for the students to complete. Map
18. When the students finish, direct them to place the completed map, passport, birth certificate, and inspection card in their suitcase.
19. Tell students to write the next entry in their journal about their own experiences in the steerage on the ship to America (ESOL; ESE). Remind students that they should write about the condition of the ship, what their room was like, the types of people they met, how they felt, etc. Instruct students to include information they learned throughout the day in their journal entry.
20. Finally, remind students to self-assess how well they feel they understood the information they learned that day (ESOL; ESE). Their score (1-4) should be written and circled in the top right corner of the page. See “Ongoing Assessment” above.
Day 3 Meeting Lady Liberty
Next Generation Sunshine State Standards:
SC.2.P.8.1 Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Unit Pre/Post Assessment: Same as Day 1
On-going Daily Assessment: On days 1-4 of the unit plan the students will write a response in their “travel journals” related to the given prompt and information they learned that day. The teacher will then grade each entry using the following rubric:
(Created on Rubistar.com)
Also, in the top left corner of every entry, the students will self-assess themselves with a 1, 2, 3, or 4 about how well they feel they understood the information they learned that day. This is based on the “fist to four” Marzano self-assessment.
1- I did not understand. I need help! 2- I understand some things, but I still need help! 3- I understand! 4- I understand and can explain the information to a friend!
Students will also be assessed through observation.
Design for Instruction: 1. Ask students to pair up with a shoulder partner and review what they learned earlier in the week about immigration and Ellis Island (ESOL; ESE). After students discuss on their own ask questions such as: “How were conditions on the ship?” and “How would you feel traveling so far to a place you know so little about?”
2. Tell students that today they will be learning more about immigration and a very important aspect of Ellis Island.
3. Continuing from yesterday’s lesson, tell students to imagine that they are on the ship to Ellis Island again (ESOL; ESE).
4. Direct student thinking with certain questions such as: “When do you think the immigrants knew they were getting close?” and “What do you think they saw?” Allow them to respond aloud by raising their hand.
5. After the discussion, play the Statue of Liberty Blabberizer for the entire class to see (ESOL; ESE). This will provide interesting and important facts about Lady Liberty. (The script is located at the end of this lesson). http://blabberize.com/view/id/1118560
6. Once Lady Liberty is done speaking, use the Interactive White Board to provide a web map (located below) to list some facts that they learned from the video (ESOL; ESE). To help, encourage responses using questions such as: How tall was Lady Liberty? Does anyone remember her shoe size? What do the seven spikes are her crown represent? 7. Once students complete the graphic organizer, explain that they will now be listening to the story Naming Liberty by Jane Yolen. Instruct students to predict what the book may be about. Asking question such as: Who do you think the little girl on the cover is? Do you think she helped build the Statue of Liberty? Who do you think named the Statue Liberty in this story?
8. Continue reading the story, pausing to ask questions to monitor comprehension (ESOL; ESE).
9. Anytime students discover new facts, share them on the web chart on the Interactive Whiteboard.
10. After reading, refer to the front cover of the book. Ask questions about the illustrations, including those on the cover and throughout the book. Ask, “Does anyone notice anything different from this Statue of Liberty versus the one we see today or the one that was in the Blabberizer?”
11. If students do not recognize anything, mention that the Lady Liberty in the book is copper color and now she is green. Ask them questions such as: Why do you think that she is green? Do you think that they painted her? Do you think that Frederic Bartholdi wanted her to be green? (Frederic Bartholdi is mentioned in the Blabberizer.)
12. Tell students that they are going to find out exactly why the statue is green! Have them return to their seats.
13. Once the students are seated, bring up the provided Venn Diagram on the Interactive White board (ESOL; ESE).
14. Instruct students to discuss within their tables the similarities and difference between the Statue of Liberty and the “everyday” penny.
15. Have students come up to the Interactive White board and fill in the Venn diagram with the similarities and differences. Pass out the same Venn diagram to students and instruct them to fill out their own Venn diagram as the class completes the examples on the Interactive White Board (ESOL; ESE).
16. If students do not come up with all of the following comparisons or differences, ask questions to scaffold them into coming up with these aspects: Similarities:
Both are made out of copper
We do not really clean any of them
Differences:
Statue of Liberty is by the water
She is located high above land
She gets a lot of wind.
Pennies are mainly in our bags or cash registers.
They are very small.
They are not near the water
17. Once the Venn diagram is completed, ask students which difference causes only the Statue of Liberty to turn green.
18. Explain to students that they will now complete an experiment as a class to better understand how and why the Statue of Liberty turned green.
19. Prior to conducting the experiment, pass out the “Why is She Green?” worksheet and tell them that they will be filling out the beginning portion as soon as the experiment is explained.
20. Begin the experiment (ESOL; ESE) by providing the materials to the students: Materials:
1 bowl for each table (estimated 5 bowls)
Paper towels
1 penny per student (Estimated 20 pennies)
1 plate per table (Estimated 5 plates)
5tsp of salt
3 cups of vinegar
21. Before students conduct the actual experiment, have them complete the “Before” part of the worksheet. In addition, have them write a hypothesis on top of their worksheet about what they think will happen when they put the mixed substance on the penny.
22. Provide each table with the materials. First direct students to put ½ cup of vinegar and 1tsp of salt into the bowel. Have them mix it using the spoon. Inform students that this water is representing the combination of the salt water and rain that the Statue of Liberty endures being outside.
23. Have students place a paper towel onto the paper plate. Then place the pennies on top of the paper towel. Carefully allow each student to take turns pouring the liquid on top of his or her penny. It is important to soak the paper towel but you do not want the plate to be flooded. Allow the pennies to sit. Remind students that it took several years (no one is certain of the exact number) before she turned green. Place a timer for ten minutes. During this time period students will be provided Lady Liberty crown templates. They can cut and color them to wear throughout the lesson (ESOL;ESE). Once the time is up, have students observe what their pennies look like. At this time they may not see green but the pennies should look much shiner than before. Have them complete the “During” portion of the worksheet.
24. Leave the plates sitting aside and tell students they will return to the pennies at the end of the lesson to see the results (If experiment is not completed, continue observing pennies throughout the science period).
25. Have students come to the carpet and discuss as a group why they think the copper color changed to green. Call on a few students to share their responses, and explain to them that it was due to a chemical reaction (the combination of two reactants to form something entirely new). Since the Statue of Liberty is outside, it is exposed to oxygen in the air, rain, and the salty ocean breeze, which causes a chemical reaction to occur with the copper. Like the pennies, the Statue of Liberty turned green so quickly because it was exposed to these elements continuously.
26. Have students return to their seats to discuss with their tablemates some of the things they learned today about the Statue of Liberty. Focus on topics such as:
What the statue stands for.
The importance of the statue to immigrants (Sign of freedom and hope for a better life).
27. After the discussion, explain to students that they are now going to write a post card to a family member back in their native country. Pass out the blank postcard worksheets.
28. Provide students with suggestions of what should go on this post card, including:
Two facts about the Statue of Liberty (Bring the web chart back on the interactive White board for students to review) such as why it turned green or her original name.
How they would feel seeing Lady Liberty if they were immigrants on a ship.
A stamp in the corner provided by the teacher.
A picture of the Statue of Liberty. (It is up to the students if they want to make her copper or green.)
Remind students that if they run out of space they may continue to write on an extra sheet of paper.
30. After watching the video, have students discuss with their shoulder partner one thing they thought was neat about the live webcam (ESOL; ESE).
31. Next, instruct students to bring out their journal from their suitcases. Have students glue their postcard worksheet into their journals as their writing for that day. Remind students to self-assess how well they feel they understood the information they learned that day. Their score (1-4) should be written and circled in the top right corner of the page (ESOL; ESE). See “Ongoing Assessment” above.
32. Before the day comes to an end allow students go back and observe their pennies. By this time the pennies should have green color. Have students fill out the last portion of their worksheet and turn it into the teacher before they leave. After students have completed the experiment, made note of the results, and written a conclusion, have students clear away all materials. Make sure to have students place their penny in their suitcase!
33. Pass out the mini Statues of Liberty for students to place in their suitcase to remind them of its importance to immigrants, Ellis Island, and America (ESOL; ESE). Remind students that they will want to remember the symbol of freedom and hope tomorrow as they will experience Ellis Island as an immigrant.
Homework: Direct students to think about a symbol or item that it is important to them. For tomorrow, have them bring in that symbol or item and have them place it in their suitcase. If the item is too large to fit in you suitcase bring in a picture or drawing of the item to place in the box instead.
Day 4 Entering Ellis Island
Unit Pre/Post Assessment:Same as Day 1
On-going Daily Assessment:On days 1-4 of the unit plan the students will write a response in their “travel journals” related to the given prompt and information they learned that day. The teacher will then grade each entry using the following rubric:
(Created on Rubistar.com)
Also, in the top left corner of every entry, the students will self-assess themselves with a 1, 2, 3, or 4 about how well they feel they understood the information they learned that day. This is based on the “fist to four” Marzano self-assessment.
1- I did not understand. I need help! 2- I understand some things, but I still need help! 3- I understand! 4- I understand and can explain the information to a friend!
Students will also be assessed through observation.
Design for Instruction: 1. During the Reading block, call students over to the reading corner and have them sit on the rug. Remind the students that they have been learning about immigration and Ellis Island this week. Direct them to talk with a shoulder buddy and recall a few things they have learned the past few days (ESOL; ESE). Call on students who would like to share what they have learned.
2. Introduce The Memory Coat by Elvira Woodruff. Ask students: Based on the cover of this book, what do you think we will be reading about?What are some fears and hardships of leaving your native country?How do these immigrants feel about coming to America? (nervous, excited, sad, happy?)
3. Instruct students to think about how they would feel leaving their own native country to come to live somewhere else while you read the book aloud (ESOL; ESE).
4. After reading the book, explain to students that they will be participating in an activity in which they enter Ellis Island themselves!
5. During the Social Studies block, ask students to recall the fears and hardships of coming to America and have them hold a discussion with their groups (students are seated in heterogeneous groups at their tables (ESOL; ESE).
6. After students have discussed, explain the activity that they will be participating in today. All of the students are going to be role-playing. Some will be doctors, some will be workers at Ellis Island, and the majority of students will be immigrants coming to America (ESOL; ESE).
7. Explain that all of the students will exit the classroom with the suitcase they made on the first day of the week. Remind students to make sure all of their belongings (passport, birth certificate, inspection card, other belonging, etc.) are in the suitcase. Inform students that they will pretend to be immigrants traveling through Ellis Island. Students will enter the classroom with their families (groups of 3-5 students assigned on Monday). Explain that during the check-in process, immigrants had to answer several questions before they were admitted into the country. Today, they will experience what it was like for immigrants entering Ellis Island (ESOL; ESE).
8. Begin to explain that there will be 6 stations where students will spend approximately 7-8 minutes completing each activity. Next, explain that students will be completing an affinity diagram on the poster boards around the room as they travel through the different stations (posters will be hung prior to beginning lesson). Instruct students to turn on the iPads at their stations. As you pass out the QR code provided, tell them to scan the QR code to begin their interactive tour. Remind students that as they visit each station, they should keep in mind interesting facts that stand out to them because they will be completing an affinity diagram along the way. Tell students that when they finish each station, they are to write down an interesting fact on the post it notes provided at each table and place it on the poster board related to that station. http://teacher.scholastic.com/ACTIVITIES/immigration/tour/index.htm
A. Passage/Arrival The Passage and The Arrival will discuss immigration before arriving in America. Read the story for both stops. Look at the map provided to see where each stop was located on Ellis Island. Read the ‘Did You Know?’ facts on the upper right hand corner. Browse through the photos and read the captions for each picture. Discuss with your group how you would feel, what thoughts the pictures bring to mind, etc. If audio and videos are available, watch the clips and again discuss with your group about these stops. Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE). B. Baggage/Stairs to Registry Room The Ellis Island Baggage Room and The Stairs to the Registry Room provide stories about arriving at Ellis Island. Read the story for both stops. Look at the map provided to see where each stop was located on Ellis Island. Read the ‘Did You Know?’ facts in the upper right hand corner. Browse through the photos and read each of the captions. Discuss with your group how you would feel, what thoughts the pictures bring to mind, etc. If audio and videos are available, watch the clips discuss with your group about these stops. Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE). C. Registry Room The Registry Room is your first stop at Ellis Island. This is the beginning of your examinations. Be sure to read the story, look at the map provided to see where the room is located, and read the ‘Did You Know?’ facts. Browse through the photos and read the captions for each picture. Discuss with your group how you would feel, what thoughts the pictures bring to mind, etc. Listen to the audio recording and discuss with your group about the Registry Room and your expectations for the exams. Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE). D. Exams While waiting in the Great Hall to be examined, visit The Medical Exam stop and The Legal Inspection stop. Read each story to find out how immigrants were examined and what happened to immigrants if they didn’t pass the exams. Look at the map to see where they were examined. Don’t forget to read the ‘Did You Know?’ fact. Finally, browse through photos, read the captions, and listen to the audio clips. Be prepared for inspection! Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE). Students will pass through a medical exam that will last approximately six seconds. Doctors can diagnose immigrants with diseases such astrachoma, diphtheria, tuberculosis, typhoid, measles, mental illness, senility, lameness, physical handicaps, or any ailment or contagious disease that would prevent an immigrant from earning a living or threaten the welfare of the public. Students will pass through a legal inspection in which they must answer questions based on the Manifest. There is a list of 29 questions, the most important of which were: name in full, occupation, who paid for the passage, if you had $50, and whether you were coming with an offer, promise, or agreement of labor. If immigrants do not answer questions exactly, they can be detained. E. Detainees Worried about not passing inspection? Immigrants who did not pass their medical or legal exams were detained in Quarantine. Read the Detainees story to find out more information about what happened to these immigrants. Visit the map to see where they were detained and view photos to help you visualize what being detained was like. Don’t forget to read the ‘Did You Know?’ fact. Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE). F. Stairs of Separation/Kissing Post Visit these last two stops to find out what happened to immigrants after they passed inspection. Read the stories, view the photos, and listen to the audio to get a better understanding of their journey and the emotions they felt. View the map to see where their arrival took place and don’t forget to read the ‘Did You Know?’ fact. After visiting these stops, discuss with your group how you would feel once passing through inspection and setting foot in America. What happens next?Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE).
9. After students have visited each station, instruct them to return to their tables with their groups. Hold a discussion with the class asking students: Was your journey what you expected? What was different? What was the same? Did anything surprise you? Did you learn anything new? How did you feel? Was it fair? How did it make you feel? If you could ask the immigrants a question, what would you still want to know? Briefly point out a few commonalities posted on the poster board. (ESOL; ESE).
10. Once the discussion is over, direct students to take out their journals. Write the prompt on the board for all students to see. Read the prompt aloud and discuss it with students. Have students address the prompt: Now that you’ve take a tour of Ellis Island and experienced being an immigrant passing through the island, write a journal entry about your experience. Think about questions such as: What does Ellis Island look like? What took place at Ellis Island? How did you feel as you went through Ellis Island? How do you think the immigrants felt? Were you being treated fairly? Who did you meet along the way? What are you going to do now? Do your best to express what it was like being an immigrant coming to the United States between 1892-1954 in your writing. Use information you learned at the various stations today. Also remind students to self-assess themselves (ESOL; ESE).
11. Wrap up the lesson by having students put all their materials in their suitcases. Reiterate to students that tomorrow they will be presenting their suitcase with all the materials inside. Have students practice their presentation for homework.
Day 5 Becoming an American Next Generation Sunshine State Standards: VA.2.H.1.2 Distinguish between appropriate and inappropriate audience behavior.
VA.2.H.3.1 Describe connections made between creating with art ideas and creating with information from other content areas. VA.2.O.2.1 Use personal experience to convey meaning or purpose in creating artworks.
Unit Pre/Post Assessment: Same as Day 1
On-going Daily Assessment:
Student will be assessed based on presentation using the following rubric:
Design for Instruction: 1. Welcome students! Remind them that yesterday they experienced being an immigrant. Discuss with the class a few things they thought were interesting from yesterday's lesson by reintroducing the affinity diagram. Go over the results of the diagram and explain the different responses posted (ESOL; ESE).
2. After discussing with the students, call them back together and introduce them to the post assessment. Explain to students that they will be completing a post assessment similar to the pre assessment and in the same manor. (Students will use the clickers to answer questions on the Interactive White Board. The post assessment will be the same as the pre assessment.
3. Next, explain that a guest speaker will be arriving shortly to talk to them about his experiences as an immigrant. Tell students that his family came through Ellis Island so he will be talking about his story as an immigrant and how his life has been because of it
4. Remind students that when the guest speaker arrives to be on their best behavior and to raise their hand if they have any questions
5. Explain to students that once the guest speaker finishes talking, he is going to sit in on their presentations and listen to everything they have learned about Ellis Island and immigration
6. Welcome the guest speaker. Introduce him to the students and give him 15-20 minutes to present (ESOL; ESE)
7. Once the speaker is finished, have the students give him a round of applause. Next, explain to the students that they will present their suitcases as a family
8. Each “family” will go up to the front of the classroom and explain to the class their experience as an immigrant family. As a family, the students will present three take aways from the unit (i.e. favorite thing about this unit, what they learned from the guest speaker, something they wrote in their journal). After, they will present each of their suitcases individually describing at least three key pieces from the week. They will need to explain why it is important, how it is relevant to immigration and/or Ellis Island, and why they chose to show it to the class (ESOL; ESE).
9. Once each group has presented, wrap up the lesson by congratulating the students on becoming Americans and passing out miniature American flags. Finally, thank the guest speaker again for coming in.
Ellis Island and Immigration
Day 1 Dreaming of America
Learning Goal:
Students will understand why immigrants came to America from 1892-1954, the hardships they endured, and the roles that Ellis Island and the Statue of Liberty played in their journey.
Common Learning Objectives:
NCSS theme(s):
Individuals, Groups, and InstitutionsTime, Continuity, and Change
Common Core State Standard(s):Reading Standards for Literature K-5LACC.2.RL.1.3 Describe how characters in a story respond to major events and challenges
LACC.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Reading Standards for Informational Text K-5LACC.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Writing Standards for Writing 2nd GradeLACC.2.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
LACC.2.W.1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
LACC.K12.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Next Generation Sunshine State Standards:
SS.2.A.1.2 Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.
SS.2.A.2.6 Discuss importance of Ellis Island and Statue of Liberty to immigration from 1892-1954.
Unit Pre/Post Assessment:
(The assessment will be taken using the Interactive White Board. The students will answer the questions using personal remotes/clickers, and their results should be saved to document their progress.)
1. How many immigrants were processed at Ellis Island between 1892 and 1954?
a) 4 million
b) 10 million
c) 12 million
d) 18 million
2. Why did most immigrants journey to America?
a) They wanted a better life
b) To find a job
c) Religious freedom
d) All of the above
3. How long was the ship journey across the Atlantic Ocean as immigrants traveled to America?
a) Three to six days
b) One to two weeks
c) One month
d) One year
4. Where in the ship would you find most immigrants?
a) Staterooms
b) Cabins
c) Steerage
d) Cargo hold
5. How did most immigrants travel to America?
a) Airplane
b) Submarine
c) Train
d) Steamship
6. What was one of the first sights that immigrants saw when they arrived in New York Harbor?
a) The Eiffel Tower
b) The Statue of Liberty
c) The Liberty Bell
d) The Brooklyn Bridge
7. How long did most immigrants spend going through the inspection procedures at Ellis Island?
a) 2 to 4 hours
b) 3 to 5 hours
c) 6 to 8 hours
d) Two days
8.Medical and legal inspections took place in the Registry Room.
a) True
b) False
9. What was the importance of the manifest?
a) Ships would sink if they didn't have one
b) It listed information about every passenger
c) It held the passports of all the passengers
d) It wasn't important
10. What tests did immigrants have to pass during the inspection process?
a) Reading and writing
b) Dental and physical fitness
c) Medical and legal
d) Intelligence and financial
11. What happened if an immigrant did not pass the medical inspection?
a) They would be detained for several weeks
b) They might be sent back to their country of birth
c) They could be separated from their family
d) All the above
12. What caused the Statue of Liberty to turn green?
a) The copper reacting to water and oxygen in the air
b) Rust over time
c) It was painted
d) It was always green
13. What does the Statue of Liberty Stand for?
a) Peace
b) Freedom
c) War
d) Diversity
14. Where did most immigrants come from between 1892 and 1954?
a) Asia
b) Africa
c) Canada
d) Europe
15. What features does a physical map show?
a) Natural features, such as mountains
b) Man-made features, such as country borders
c) Locations of different types of government
d) Areas with the highest number of people
16. A replica of a real document, or an “artifake,” is considered a primary source.
a) True
b) False
On-going Daily Assessment:
On days 1-4 of the unit plan the students will write a response in their “travel journals” related to the given prompt and information they learned that day. The teacher will then grade each entry using the following rubric:
Also, in the top left corner of every entry, the students will self-assess themselves with a 1, 2, 3, or 4 about how well they feel they understood the information they learned that day. This is based on the “fist to four” Marzano self-assessment.
1- I did not understand. I need help!
2- I understand some things, but I still need help!
3- I understand!
4- I understand and can explain the information to a friend!
Students will also be assessed through observation.
Design for Instruction:
1. To begin the lesson, show the class a short video clip about why people moved to America and the importance of Ellis Island (ESOL; ESE). In this video, it shows that America is a melting pot containing people from all different backgrounds/cultures (ESOL; ESE). Students will be sitting in their seats while they are watching the video on the Promethean Interactive Whiteboard. The link for the video is:
http://www.youtube.com/watch?v=5ZQl6XBo64M
2. In a whole group setting, write the word “immigration” on the Interactive Whiteboard, and discuss what this term means with the class (ESOL; ESE).
3. Students will then separate into groups, and discuss what they think immigration means based on what they learned from the video (ESOL; ESE).
4. Invite students to come up in their groups to the Interactive White Board to write words they think describe immigration (ESOL; ESE).
5. After going over some of the terms with the class, call the students to the reading carpet, and read quotes/letters (pg. 2, 17) from the book, At Ellis Island A History in Many Voices by Louise Peacock. This book is a great resource because it has visual images, letters, and quotes from peoples’ experiences with traveling to America (ESOL; ESE).
6. At this time, the class will also talk about Ellis Island, the importance of it, and why people decided to travel to America. For example, ask questions such as "Why did immigrants go through Ellis Island?" and "How many people traveled through it between 1854 and 1952?"
7. Ask the class to briefly discuss with a shoulder partner some of the reasons people immigrated to America and how many immigrants they think traveled through Ellis Island. (ESOL; ESE). After some discussion, ask a few students to share their thoughts. Emphasize that people came to America for better lives, to find jobs, for religious freedom, etc. Also, inform the students that 12 million immigrants were processed at Ellis Island.
8. Then, as a whole class, discuss the events that happened in the reading. Some questions to address include: “Why do you think people moved to America? Has anyone in the class had to move away from their home or native country? If so, what were you feeling when you had to move? Why do you think Ellis Island was so important to both immigrants and Americans?”
9. Inform students that this week they will pretend to be immigrants traveling to Ellis Island. Pass out a painted shoebox to each student. (Parents were asked a week prior to have their child bring in a shoebox and they were spray painted by the teacher ahead of time.) Provide students with art materials and instruct them to decorate their "suitcase" based on the knowledge they have gained throughout the day about Ellis Island. Pass around the teacher example to help students brainstorm ideas on how to decorate their suitcase. Inform them that they will “carry” their suitcase with them all week.
10. Explain to students that they will be grouped into “families” from different countries (ESOL; ESE). This will show students that there were many different people from diverse backgrounds traveling to Ellis Island. Students will be divided into 5 countries with 4 students in each family. Each student will create their own family names and birthdates. The countries that many immigrants came from were Italy, Germany, Ireland, England, and Poland.
11. Put the students into their “families” and explain that throughout the week they will be filling their suitcase with important documents (a passport, a birth certificate, and an inspection card) based on that country. These documents will be necessary to pass through Ellis Island and into America. At the end of the week, students will present their suitcase to their class. The students will also learn what a Manifest is and that immigrants had to answer a series of questions at their port of departure. As the immigrants were, the students will be inspected once they arrive to Ellis Island, and their results dictate whether they will be allowed into America.
12. Provide each student with a journal (created by the teacher ahead of time). Explain to the class that inside the suitcase will also be a traveling journal that they write in every day. The topic they will write about will change each day. Further explain that the journal prompt for today is based on their feelings about leaving their native country and moving to America. Instruct students to write about their feelings; whether they are scared, anxious, or excited. Remind students to be descriptive and to consider questions such as, “How do you feel about leaving your friends, school, and home?” and “What do you think the journey will be like?”
13. Finally, remind students to self-assess how well they feel they understood the information they learned that day. Their score (1-4) should be written and circled in the top right corner of the page. See “Ongoing Assessment” above.
Homework:
Instruct the students to bring in an item from home that they would want to bring on their journey to America. It might be a family keepsake or something that is important to them. Remind them that their item should fit in shoebox, but if it doesn’t they may bring in a picture of the item instead.
Day 2Life on the Ship
Unit Pre/Post Assessment:
Same as Day 1
On-going Daily Assessment:
On days 1-4 of the unit plan the students will write a response in their “travel journals” related to the given prompt and information they learned that day. The teacher will then grade each entry using the following rubric:
Also, in the top left corner of every entry, the students will self-assess themselves with a 1, 2, 3, or 4 about how well they feel they understood the information they learned that day. This is based on the “fist to four” Marzano self-assessment.
1- I did not understand. I need help!
2- I understand some things, but I still need help!
3- I understand!
4- I understand and can explain the information to a friend!
Students will also be assessed through observation.
Design for Instruction:
1. Begin by reminding students about what they learned yesterday (ESOL; ESE). Ask, “Who remembers what the term ‘immigrant’ means?” Listen to a few student responses and clarify as necessary. Next, ask, “Why did they came to America? What was the purpose of Ellis Island in the 1900s?”
2. Explain that in order to travel through Ellis Island, immigrants needed a passport, a birth certificate, and an inspection card. Show examples of each document (ESOL; ESE) and remind students that these documents are primary sources. Pass them around for students to look at more closely. Clarify that even though some/all are “artifakes” (copies of original artifacts) they are still exact replicas of the documents so they are considered primary sources.
3. Explain the purposes of the passport, birth certificate, and inspection card. Emphasize that passports and birth certificates are still used today, but inspection cards were used at Ellis Island to ensure that travelers were healthy before they were officially allowed into the country.
4. Explain that once the documents were completed, immigrants were ready to travel. Tell students, “In the 1900s, most immigrants came to America on steamships” and show them a picture of a steamship on the Interactive White Board (ESOL; ESE).
5. Ask the students, “Have you ever been on a boat?” and allow a few children to share their responses (ESOL; ESE). Students may talk about cruise ships, smaller fishing boats, etc.
6. Explain that the immigrants often spent one to two weeks on the ship, and the conditions were very different from anything they (the students) have probably experienced.
7. Direct students to come sit on the carpet to listen to Annie’s, Anthony’s and Phillip’s experiences on a ship to America, and read the book Dreaming of America: An Ellis Island Story by Eve Bunting (ESOL; ESE).
8. After reading the book, direct the students to go back to their seats and discuss with their shoulder partner about the book (ESOL; ESE). They should discuss what they learned, what they liked, etc.
9. After a few minutes of discussion, ask students what they thought about the children’s experiences on the ship. Focus their thinking with specific questions such as: “What was their cabin like? What type of weather did they experience? How was Christmas celebrated on the ship?” and allow a few children to answer in a whole-group setting (ESOL; ESE). If students have difficulty recognizing that the immigrants endured poor conditions, ask the questions in a pointed manner to lead them. For example, ask: “Did the children like their cabin? Why not?”
10. Explain that while wealthy first- and second-class immigrants stayed in stateroom and cabins, most poor immigrants, like Annie, Anthony, and Phillip, experienced very poor conditions while traveling to America in the “steerage” (ESOL; ESE).
11. Using the Interactive White Board, pull up a “Glog” about life on the ship to Ellis Island using the following link (ESOL; ESE):
http://katelynsheffield.edu.glogster.com/life-on-the-ship/
12. Show students the different aspects of the Glog, including the links and videos. Reiterate that most immigrants stayed in the steerage, and explain that in the steerage it was very crowded, the boat was very unsteady so seasickness was common, food was scarce, and hygiene was limited so it often smelled very bad.
13. Direct students to take out their suitcases and pretend that they are now on the second portion of their journey in which they are on the ship to America (ESOL; ESE).
14. Pull up the world map on Google Maps using the Interactive White Board (ESOL; ESE). Remind students that the map is a physical map because it shows physical features of the land. Point out the locations of the United States, Ellis Island, the Atlantic Ocean, Italy, Germany, Poland, Ireland, England, and any other country that will be represented by the students’ “families” assigned on Day 1. Use the following link for the world map:
https://maps.google.com/maps/ms?msa=0&msid=218326542034227400695.0004af2e8e3bd18d224a1&dg=feature
15. Demonstrate for the students that they will be getting their own world map to outline their journey with 3 black dots: one dot where their trip began, one dot for where their ship sailed through in the Atlantic Ocean, and another over Ellis Island. They will then connect the dots with a line. (Make sure to provide an example by placing the dots and labeling the map on the Interactive White Board) (ESOL; ESE). Remind students to begin their journey in the country their “family” was assigned to the day before.
16. Instruct students to fill out their own passport, birth certificate, and inspection card (ESOL; ESE) with the information they are assigned and based on the example provided (pass around the teacher examples). Point out that the students will only fill out the first five questions on the inspection card. The chart and the back of the card will be filled out on Day 4.
17. Pass out the map using a print out of the Google map. Also, pass out templates of the passport, birth certificate, and inspection card for the students to complete.
Map
Passport
Birth Certificate
Inspection Card
18. When the students finish, direct them to place the completed map, passport, birth certificate, and inspection card in their suitcase.
19. Tell students to write the next entry in their journal about their own experiences in the steerage on the ship to America (ESOL; ESE). Remind students that they should write about the condition of the ship, what their room was like, the types of people they met, how they felt, etc. Instruct students to include information they learned throughout the day in their journal entry.
20. Finally, remind students to self-assess how well they feel they understood the information they learned that day (ESOL; ESE). Their score (1-4) should be written and circled in the top right corner of the page. See “Ongoing Assessment” above.
Day 3
Meeting Lady Liberty
Next Generation Sunshine State Standards:
SC.2.P.8.1 Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.
Unit Pre/Post Assessment:
Same as Day 1
On-going Daily Assessment:
On days 1-4 of the unit plan the students will write a response in their “travel journals” related to the given prompt and information they learned that day. The teacher will then grade each entry using the following rubric:
(Created on Rubistar.com)
Also, in the top left corner of every entry, the students will self-assess themselves with a 1, 2, 3, or 4 about how well they feel they understood the information they learned that day. This is based on the “fist to four” Marzano self-assessment.
1- I did not understand. I need help!
2- I understand some things, but I still need help!
3- I understand!
4- I understand and can explain the information to a friend!
Students will also be assessed through observation.
Design for Instruction:
1. Ask students to pair up with a shoulder partner and review what they learned earlier in the week about immigration and Ellis Island (ESOL; ESE). After students discuss on their own ask questions such as: “How were conditions on the ship?” and “How would you feel traveling so far to a place you know so little about?”
2. Tell students that today they will be learning more about immigration and a very important aspect of Ellis Island.
3. Continuing from yesterday’s lesson, tell students to imagine that they are on the ship to Ellis Island again (ESOL; ESE).
4. Direct student thinking with certain questions such as: “When do you think the immigrants knew they were getting close?” and “What do you think they saw?” Allow them to respond aloud by raising their hand.
5. After the discussion, play the Statue of Liberty Blabberizer for the entire class to see (ESOL; ESE). This will provide interesting and important facts about Lady Liberty. (The script is located at the end of this lesson).
http://blabberize.com/view/id/1118560
6. Once Lady Liberty is done speaking, use the Interactive White Board to provide a web map (located below) to list some facts that they learned from the video (ESOL; ESE). To help, encourage responses using questions such as: How tall was Lady Liberty? Does anyone remember her shoe size? What do the seven spikes are her crown represent?
7. Once students complete the graphic organizer, explain that they will now be listening to the story Naming Liberty by Jane Yolen. Instruct students to predict what the book may be about. Asking question such as: Who do you think the little girl on the cover is? Do you think she helped build the Statue of Liberty? Who do you think named the Statue Liberty in this story?
8. Continue reading the story, pausing to ask questions to monitor comprehension (ESOL; ESE).
9. Anytime students discover new facts, share them on the web chart on the Interactive Whiteboard.
10. After reading, refer to the front cover of the book. Ask questions about the illustrations, including those on the cover and throughout the book. Ask, “Does anyone notice anything different from this Statue of Liberty versus the one we see today or the one that was in the Blabberizer?”
11. If students do not recognize anything, mention that the Lady Liberty in the book is copper color and now she is green. Ask them questions such as: Why do you think that she is green? Do you think that they painted her? Do you think that Frederic Bartholdi wanted her to be green? (Frederic Bartholdi is mentioned in the Blabberizer.)
12. Tell students that they are going to find out exactly why the statue is green! Have them return to their seats.
13. Once the students are seated, bring up the provided Venn Diagram on the Interactive White board (ESOL; ESE).
14. Instruct students to discuss within their tables the similarities and difference between the Statue of Liberty and the “everyday” penny.
15. Have students come up to the Interactive White board and fill in the Venn diagram with the similarities and differences. Pass out the same Venn diagram to students and instruct them to fill out their own Venn diagram as the class completes the examples on the Interactive White Board (ESOL; ESE).
16. If students do not come up with all of the following comparisons or differences, ask questions to scaffold them into coming up with these aspects:
Similarities:
- Both are made out of copper
- We do not really clean any of them
Differences:17. Once the Venn diagram is completed, ask students which difference causes only the Statue of Liberty to turn green.
18. Explain to students that they will now complete an experiment as a class to better understand how and why the Statue of Liberty turned green.
19. Prior to conducting the experiment, pass out the “Why is She Green?” worksheet and tell them that they will be filling out the beginning portion as soon as the experiment is explained.
20. Begin the experiment (ESOL; ESE) by providing the materials to the students:
Materials:
21. Before students conduct the actual experiment, have them complete the “Before” part of the worksheet. In addition, have them write a hypothesis on top of their worksheet about what they think will happen when they put the mixed substance on the penny.
22. Provide each table with the materials. First direct students to put ½ cup of vinegar and 1tsp of salt into the bowel. Have them mix it using the spoon. Inform students that this water is representing the combination of the salt water and rain that the Statue of Liberty endures being outside.
23. Have students place a paper towel onto the paper plate. Then place the pennies on top of the paper towel. Carefully allow each student to take turns pouring the liquid on top of his or her penny. It is important to soak the paper towel but you do not want the plate to be flooded. Allow the pennies to sit. Remind students that it took several years (no one is certain of the exact number) before she turned green. Place a timer for ten minutes. During this time period students will be provided Lady Liberty crown templates. They can cut and color them to wear throughout the lesson (ESOL;ESE). Once the time is up, have students observe what their pennies look like. At this time they may not see green but the pennies should look much shiner than before. Have them complete the “During” portion of the worksheet.
25. Have students come to the carpet and discuss as a group why they think the copper color changed to green. Call on a few students to share their responses, and explain to them that it was due to a chemical reaction (the combination of two reactants to form something entirely new). Since the Statue of Liberty is outside, it is exposed to oxygen in the air, rain, and the salty ocean breeze, which causes a chemical reaction to occur with the copper. Like the pennies, the Statue of Liberty turned green so quickly because it was exposed to these elements continuously.
26. Have students return to their seats to discuss with their tablemates some of the things they learned today about the Statue of Liberty. Focus on topics such as:
27. After the discussion, explain to students that they are now going to write a post card to a family member back in their native country. Pass out the blank postcard worksheets.
29. While students are filling out their post cards, bring up the Statue of Liberty cam on the Interactive White Board to show students live video from the view of Lady Liberty’s crown (ESOL; ESE).
http://www.earthcam.com/usa/newyork/statueofliberty/index.php?cam=liberty_hd
30. After watching the video, have students discuss with their shoulder partner one thing they thought was neat about the live webcam (ESOL; ESE).
31. Next, instruct students to bring out their journal from their suitcases. Have students glue their postcard worksheet into their journals as their writing for that day. Remind students to self-assess how well they feel they understood the information they learned that day. Their score (1-4) should be written and circled in the top right corner of the page (ESOL; ESE). See “Ongoing Assessment” above.
32. Before the day comes to an end allow students go back and observe their pennies. By this time the pennies should have green color. Have students fill out the last portion of their worksheet and turn it into the teacher before they leave. After students have completed the experiment, made note of the results, and written a conclusion, have students clear away all materials. Make sure to have students place their penny in their suitcase!
33. Pass out the mini Statues of Liberty for students to place in their suitcase to remind them of its importance to immigrants, Ellis Island, and America (ESOL; ESE). Remind students that they will want to remember the symbol of freedom and hope tomorrow as they will experience Ellis Island as an immigrant.
Homework:
Direct students to think about a symbol or item that it is important to them. For tomorrow, have them bring in that symbol or item and have them place it in their suitcase. If the item is too large to fit in you suitcase bring in a picture or drawing of the item to place in the box instead.
Day 4
Entering Ellis Island
Unit Pre/Post Assessment:Same as Day 1
On-going Daily Assessment:On days 1-4 of the unit plan the students will write a response in their “travel journals” related to the given prompt and information they learned that day. The teacher will then grade each entry using the following rubric:
Also, in the top left corner of every entry, the students will self-assess themselves with a 1, 2, 3, or 4 about how well they feel they understood the information they learned that day. This is based on the “fist to four” Marzano self-assessment.
1- I did not understand. I need help!
2- I understand some things, but I still need help!
3- I understand!
4- I understand and can explain the information to a friend!
Students will also be assessed through observation.
Design for Instruction:
1. During the Reading block, call students over to the reading corner and have them sit on the rug. Remind the students that they have been learning about immigration and Ellis Island this week. Direct them to talk with a shoulder buddy and recall a few things they have learned the past few days (ESOL; ESE). Call on students who would like to share what they have learned.
2. Introduce The Memory Coat by Elvira Woodruff. Ask students:
Based on the cover of this book, what do you think we will be reading about?What are some fears and hardships of leaving your native country?How do these immigrants feel about coming to America? (nervous, excited, sad, happy?)
3. Instruct students to think about how they would feel leaving their own native country to come to live somewhere else while you read the book aloud (ESOL; ESE).
4. After reading the book, explain to students that they will be participating in an activity in which they enter Ellis Island themselves!
5. During the Social Studies block, ask students to recall the fears and hardships of coming to America and have them hold a discussion with their groups (students are seated in heterogeneous groups at their tables (ESOL; ESE).
6. After students have discussed, explain the activity that they will be participating in today. All of the students are going to be role-playing. Some will be doctors, some will be workers at Ellis Island, and the majority of students will be immigrants coming to America (ESOL; ESE).
7. Explain that all of the students will exit the classroom with the suitcase they made on the first day of the week. Remind students to make sure all of their belongings (passport, birth certificate, inspection card, other belonging, etc.) are in the suitcase. Inform students that they will pretend to be immigrants traveling through Ellis Island. Students will enter the classroom with their families (groups of 3-5 students assigned on Monday). Explain that during the check-in process, immigrants had to answer several questions before they were admitted into the country. Today, they will experience what it was like for immigrants entering Ellis Island (ESOL; ESE).
8. Begin to explain that there will be 6 stations where students will spend approximately 7-8 minutes completing each activity. Next, explain that students will be completing an affinity diagram on the poster boards around the room as they travel through the different stations (posters will be hung prior to beginning lesson). Instruct students to turn on the iPads at their stations. As you pass out the QR code provided, tell them to scan the QR code to begin their interactive tour. Remind students that as they visit each station, they should keep in mind interesting facts that stand out to them because they will be completing an affinity diagram along the way. Tell students that when they finish each station, they are to write down an interesting fact on the post it notes provided at each table and place it on the poster board related to that station.
http://teacher.scholastic.com/ACTIVITIES/immigration/tour/index.htm
A. Passage/Arrival
The Passage and The Arrival will discuss immigration before arriving in America. Read the story for both stops. Look at the map provided to see where each stop was located on Ellis Island. Read the ‘Did You Know?’ facts on the upper right hand corner. Browse through the photos and read the captions for each picture. Discuss with your group how you would feel, what thoughts the pictures bring to mind, etc. If audio and videos are available, watch the clips and again discuss with your group about these stops. Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE).
B. Baggage/Stairs to Registry Room
The Ellis Island Baggage Room and The Stairs to the Registry Room provide stories about arriving at Ellis Island. Read the story for both stops. Look at the map provided to see where each stop was located on Ellis Island. Read the ‘Did You Know?’ facts in the upper right hand corner. Browse through the photos and read each of the captions. Discuss with your group how you would feel, what thoughts the pictures bring to mind, etc. If audio and videos are available, watch the clips discuss with your group about these stops. Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE).
C. Registry Room
The Registry Room is your first stop at Ellis Island. This is the beginning of your examinations. Be sure to read the story, look at the map provided to see where the room is located, and read the ‘Did You Know?’ facts. Browse through the photos and read the captions for each picture. Discuss with your group how you would feel, what thoughts the pictures bring to mind, etc. Listen to the audio recording and discuss with your group about the Registry Room and your expectations for the exams. Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE).
D. Exams
While waiting in the Great Hall to be examined, visit The Medical Exam stop and The Legal Inspection stop. Read each story to find out how immigrants were examined and what happened to immigrants if they didn’t pass the exams. Look at the map to see where they were examined. Don’t forget to read the ‘Did You Know?’ fact. Finally, browse through photos, read the captions, and listen to the audio clips. Be prepared for inspection! Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE).
Students will pass through a medical exam that will last approximately six seconds. Doctors can diagnose immigrants with diseases such astrachoma, diphtheria, tuberculosis, typhoid, measles, mental illness, senility, lameness, physical handicaps, or any ailment or contagious disease that would prevent an immigrant from earning a living or threaten the welfare of the public.
Students will pass through a legal inspection in which they must answer questions based on the Manifest. There is a list of 29 questions, the most important of which were: name in full, occupation, who paid for the passage, if you had $50, and whether you were coming with an offer, promise, or agreement of labor. If immigrants do not answer questions exactly, they can be detained.
E. Detainees
Worried about not passing inspection? Immigrants who did not pass their medical or legal exams were detained in Quarantine. Read the Detainees story to find out more information about what happened to these immigrants. Visit the map to see where they were detained and view photos to help you visualize what being detained was like. Don’t forget to read the ‘Did You Know?’ fact. Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE).
F. Stairs of Separation/Kissing Post
Visit these last two stops to find out what happened to immigrants after they passed inspection. Read the stories, view the photos, and listen to the audio to get a better understanding of their journey and the emotions they felt. View the map to see where their arrival took place and don’t forget to read the ‘Did You Know?’ fact. After visiting these stops, discuss with your group how you would feel once passing through inspection and setting foot in America. What happens next? Write down an interesting fact on the post- it provided and place it on the poster board related to your station (ESOL; ESE).
9. After students have visited each station, instruct them to return to their tables with their groups. Hold a discussion with the class asking students:
Was your journey what you expected? What was different? What was the same? Did anything surprise you? Did you learn anything new? How did you feel? Was it fair? How did it make you feel? If you could ask the immigrants a question, what would you still want to know?
Briefly point out a few commonalities posted on the poster board. (ESOL; ESE).
10. Once the discussion is over, direct students to take out their journals. Write the prompt on the board for all students to see. Read the prompt aloud and discuss it with students. Have students address the prompt: Now that you’ve take a tour of Ellis Island and experienced being an immigrant passing through the island, write a journal entry about your experience. Think about questions such as: What does Ellis Island look like? What took place at Ellis Island? How did you feel as you went through Ellis Island? How do you think the immigrants felt? Were you being treated fairly? Who did you meet along the way? What are you going to do now? Do your best to express what it was like being an immigrant coming to the United States between 1892-1954 in your writing. Use information you learned at the various stations today. Also remind students to self-assess themselves (ESOL; ESE).
11. Wrap up the lesson by having students put all their materials in their suitcases. Reiterate to students that tomorrow they will be presenting their suitcase with all the materials inside. Have students practice their presentation for homework.
Day 5
Becoming an American
Next Generation Sunshine State Standards:
VA.2.H.1.2 Distinguish between appropriate and inappropriate audience behavior.
VA.2.H.3.1 Describe connections made between creating with art ideas and creating with information from other content areas.
VA.2.O.2.1 Use personal experience to convey meaning or purpose in creating artworks.
Unit Pre/Post Assessment:
Same as Day 1
On-going Daily Assessment:
Student will be assessed based on presentation using the following rubric:
Design for Instruction:
1. Welcome students! Remind them that yesterday they experienced being an immigrant. Discuss with the class a few things they thought were interesting from yesterday's lesson by reintroducing the affinity diagram. Go over the results of the diagram and explain the different responses posted (ESOL; ESE).
2. After discussing with the students, call them back together and introduce them to the post assessment. Explain to students that they will be completing a post assessment similar to the pre assessment and in the same manor. (Students will use the clickers to answer questions on the Interactive White Board. The post assessment will be the same as the pre assessment.
3. Next, explain that a guest speaker will be arriving shortly to talk to them about his experiences as an immigrant. Tell students that his family came through Ellis Island so he will be talking about his story as an immigrant and how his life has been because of it
4. Remind students that when the guest speaker arrives to be on their best behavior and to raise their hand if they have any questions
5. Explain to students that once the guest speaker finishes talking, he is going to sit in on their presentations and listen to everything they have learned about Ellis Island and immigration
6. Welcome the guest speaker. Introduce him to the students and give him 15-20 minutes to present (ESOL; ESE)
7. Once the speaker is finished, have the students give him a round of applause. Next, explain to the students that they will present their suitcases as a family
8. Each “family” will go up to the front of the classroom and explain to the class their experience as an immigrant family. As a family, the students will present three take aways from the unit (i.e. favorite thing about this unit, what they learned from the guest speaker, something they wrote in their journal). After, they will present each of their suitcases individually describing at least three key pieces from the week. They will need to explain why it is important, how it is relevant to immigration and/or Ellis Island, and why they chose to show it to the class (ESOL; ESE).
9. Once each group has presented, wrap up the lesson by congratulating the students on becoming Americans and passing out miniature American flags. Finally, thank the guest speaker again for coming in.